In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat. But lost in this clinical sequence are the Habits of Mind (3) that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.
I am so delighted to see this post that includes Bloom's Taxonomy Wheels by ZaidLearn . I always find that it's far easier to design materials using these wheels than it is to see the verbs/products in lists. Many instructional designers can benefit from these job aids when trying to find the right action verbs for their objectives. Here are some wheels for the cognitive domain. Source: http://www.cobbk12.org/sites/alt/training/Blooms/circle.GIF Source: http://www.alline.org/euro/images/bloomwheel.png
Six Thinking Hats ® -- Seminars for Teachers, Youth and Parents Schedule a workshop by contacting Franny at email@example.com . Improve academic performance by teaching critical and creative thinking skills with SIX THINKING HATS®.
Suggestions from educators at KIPP King Collegiate High School on how to help develop and assess critical thinking skills in your students. Ideally, teaching kids how to think critically becomes an integral part of your approach, no matter what subject you teach. But if you're just getting started, here are some concrete ways you can begin leveraging your students' critical-thinking skills in the classroom and beyond. 1. Questions, questions, questions.
My colleague Katie Hull-Sypnieski is leading a February 1st Education Week Webinar on differentiating instruction , and I would strongly encourage people to participate. Katie’s the best teacher I’ve ever seen…. In addition, Katie and I have co-authored a piece for Education Week Teacher on the topic that will be appearing there soon, and an upcoming post in my blog there will be talking about it, too. Given all that, a “The Best…” post was inevitable, and here it is. Here are my choices for The Best Resources On Differentiating Instruction:
Direct Address to this Page: http://bit.ly/asdn2012 Anyone who has worked in education for any length of time knows just how important it is for teachers to create differentiated classrooms. If schools are truly working to ensure success for every student, learning experiences need to be customized and aligned to student interests, needs, and unique learning styles. The challenge, however, rests in making differentiation manageable.
Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation.
Differentiation is an important aspect of education. Students learn differently, have different needs, different backgrounds, different skills, different ability levels, different interests and more. As educators, we try to create engaging lesson activities that provide a variety of learning experiences and allow students to demonstrate their learning in different ways. Differentiation should occur in both how students learn and gain knowledge and skills, and in how they demonstrate and are assessed on what they have learned. “In the practice of education, differentiation is defined as working to address the abilities, interests, and needs (both perceived and real) of individuals. Differentiation provides students with opportunities to approach curriculum from their strengths, as varied as these might be.”
To challenge and support each child at his or her own level, the educators of Forest Lake Elementary deploy a powerful array of digital-technology tools. Discover what your school can learn. At Forest Lake Elementary School, in Columbia, South Carolina, the student population grows more diverse by the day. Income levels, ethnicities, family structures, first languages, interests, and abilities now vary so much, that a traditional teaching approach, with a uniform lesson targeted to the average-level student, just doesn't cut it. (Sound familiar to you educators out there?) To challenge and support each child at his or her own level, the Forest Lake teachers and staff are deploying a powerful array of widely available digital-technology tools.
Photo by Woodley Wonder Works This article is written by Katie Haydon, founder of Ignite Creative Learning Studio. Learn more about Ignite at IgniteCreativeLearning.com or the Ignite Facebook page . Do you use centers in your primary classroom?
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Academically and Intellectually Gifted Students
I wish the Internet was available to me as a kid in elementary school. In New York City, where I attended kindergarten through sixth grade, they called the gifted and talented class "SP". I remember being put into a class to learn French, but very little else. I figured out how ahead I was only when I entered junior high school in New Jersey.
The following article is provided by Kathy Benson, a member of the Digital Learning Day Educator Working Group . Contact Kathy Benson at firstname.lastname@example.org or visit her blog . This fall I gave a presentation at a local conference with a teacher from my school (Alex Clough). The topic of the conference was Creativity with Gifted and Talented Students . We thought that connecting this theme with technology integration would be a good fit. We had been involved in implementing some pertinent student projects and thought we could explore this idea in further depth before we gave the presentation. Creativity in the Technology Integrated Classroom
Complete guide to educational and special needs apps The most detailed app guide for special needs families, speech therapists, occupational therapists, social workers and teachers! Our guide breaks down apps by skill set so you can easily find and buy apps that most benefit your child.
Top 10 Resources on Speech, Language, and Hearing Our weekly picks By: Reading Rockets Discover the importance of early language, listening, and speaking on literacy development.
The Policy and implementation strategies for the education of gifted and talented students: Support package: Curriculum differentiation (2004) (pdf 1345kb) provides an introduction to curriculum differentiation for gifted and talented students and is suitable for all stages of schooling. It needs to be read in conjunction with the Policy and implementation strategies for the education of gifted and talented students (revised 2004) and its companion document (2004) (pdf 270kb). The purpose of differentiating the curriculum is to provide appropriate learning opportunities for gifted and talented students. Three important characteristics of gifted students that underscore the rationale for curriculum differentiation (Van Tassel–Baska, 1988) are the capacity to: learn at faster rates
Using Bibliotherapy with Gifted Children - Unwrapping the Gifted
Response to Intervention Introduction